My primary objective as a secondary science teacher will be to develop well-rounded learners that are scientifically literate and able to think analytically in an increasingly scientific and technological society. This objective can be broken down into two secondary objectives. The first involves creating a well-rounded individual that feels secure and confident about learning. The other secondary objective focuses on the development of a well-rounded learner that has the ability to think scientifically.
I believe that the whole development of the student is part of my responsibilities as a teacher. The goal of the American public education system is to develop rounded citizens that are informed contributors to society and can engage in democratic conversation. If my goals as a teacher did not reflect this idea, then I would be doing the student and my country a disservice.
Each student must learn a variety of skills in my classroom in order to become successful. I want my students to not only understand science concepts, but to also think analytically as problem solvers, be proficient readers, write effectively, and synthesize new ideas based on evidence. Problem solving, reading, writing, and synthesis of ideas are not only useful skills in science, but are beneficial in any content area and in any part of life in the future. Having students apply their various skills will require the building of self-esteem and confidence. By using positive, authentic talk and positive reinforcement when they use a general learning skill in class, I hope to have my students freely utilize different aspects of their skillsets.
Developing these skillsets requires experiments and projects that incorporate a student’s natural imagination and curiosity. A project like a class science journal showcases student experiments, writing, and design skills. Assessments should not only be the direct recollection of facts, but should also include problem solving questions and practical application opportunities.
As a science teacher, I will be responsible for students thinking like scientists. This entails that students use their natural sense of inquiry and imagination to investigate phenomenon, gather evidence, discuss results with peers, and form conclusions based on data. Experiments that encourage student choice in controlling variables in the testing a phenomenon will incorporate student inquiry.
This will allow for students to feel a part of the experiment instead of working only according to the experiment procedure to gather expected data and form pre-determined conclusions. Mistakes will be seen as an opportunity to retest original hypotheses. Scientists take risks with their imaginative, but logical, ideas. Science students should learn to do the same.
Science is also social because results, ideas, and conclusions are exchanged and debated among the entire community. Science students should mirror this social exchange. Dividing students into groups to solve a problem or project is an engineering application. Peer review of science experiment data and producing group science journals will have students become accustomed to the sharing of evidence and conclusions. Evaluating a statement regarding a set of data, and choosing to either support the statement or refute it by using the data as supporting evidence, can be used as a way to assess a student’s ability to engage in social science.
A teacher must be able to both motivate and engage students in his or her content area. If a teacher cannot motivate and support students in all aspects of development, then the students that do not have a natural interest in the subject will be lost. I believe in being someone that leads a classroom with genuine care for whom they teach, infusing creativity, being self-reflective to become more effective, and helping to develop the inquisitive, logical, and imaginative people of the future.
Revisiting Teaching Philosophy (December 2013)
One major concept I can take away from our science methods class is the importance of being able to predict student conceptual misconceptions. Adolescents learn by connecting novel experiences to an existing body of knowledge. New knowledge can therefore only be developed from original and imaginative thinking or hands-on novel experiences. Being able to predict misconceptions gives a teacher the upper hand in designing lessons that upend a student's personal belief system.
I have coached youth football for five years. I have subbed for the last two years outside of my class schedule for 540 hours. My original teaching philosophy was built primarily on my experiences of interacting with adolescents and instructing them in content mostly outside of science. I have learned valuable pedagogy techniques in my education classes and have integrated with my core beliefs of positivity, care, and rounded development.
I learned it is not only important to make a player successful on the football field but to also make them successful off it. Cooperation, determination, and dedication to school and family are more important than football. That is why I want to make a student successful in the classroom, but also after the classroom as well. I already knew that students misbehave in the back of class. I already knew that some students are very difficult to motivate. I already knew teachers don't necessarily like every student. Yet, it is their job to make sure that every student can become the best he or she can be inside and outside of the classroom. I look forward to learning more on how to accomplish this from my cooperating teachers this spring.
My CTs use positive student relationships and rapport to build engagement and excitement in their classes. I wish to be that kind of teacher. I want to establish positive relationships because I genuinely care about my students and their overall growth. I want to learn how to balance good rapport with good classroom management.
Teaching Philosophy (September 2013)
My primary objective as a secondary science teacher will be to develop well-rounded learners that are scientifically literate and able to think analytically in an increasingly scientific and technological society. This objective can be broken down into two secondary objectives. The first involves creating a well-rounded individual that feels secure and confident about learning. The other secondary objective focuses on the development of a well-rounded learner that has the ability to think scientifically.
I believe that the whole development of the student is part of my responsibilities as a teacher. The goal of the American public education system is to develop rounded citizens that are informed contributors to society and can engage in democratic conversation. If my goals as a teacher did not reflect this idea, then I would be doing the student and my country a disservice.
Each student must learn a variety of skills in my classroom in order to become successful. I want my students to not only understand science concepts, but to also think analytically as problem solvers, be proficient readers, write effectively, and synthesize new ideas based on evidence. Problem solving, reading, writing, and synthesis of ideas are not only useful skills in science, but are beneficial in any content area and in any part of life in the future. Having students apply their various skills will require the building of self-esteem and confidence. By using positive, authentic talk and positive reinforcement when they use a general learning skill in class, I hope to have my students freely utilize different aspects of their skillsets.
Developing these skillsets requires experiments and projects that incorporate a student’s natural imagination and curiosity. A project like a class science journal showcases student experiments, writing, and design skills. Assessments should not only be the direct recollection of facts, but should also include problem solving questions and practical application opportunities.
As a science teacher, I will be responsible for students thinking like scientists. This entails that students use their natural sense of inquiry and imagination to investigate phenomenon, gather evidence, discuss results with peers, and form conclusions based on data. Experiments that encourage student choice in controlling variables in the testing a phenomenon will incorporate student inquiry.
This will allow for students to feel a part of the experiment instead of working only according to the experiment procedure to gather expected data and form pre-determined conclusions. Mistakes will be seen as an opportunity to retest original hypotheses. Scientists take risks with their imaginative, but logical, ideas. Science students should learn to do the same.
Science is also social because results, ideas, and conclusions are exchanged and debated among the entire community. Science students should mirror this social exchange. Dividing students into groups to solve a problem or project is an engineering application. Peer review of science experiment data and producing group science journals will have students become accustomed to the sharing of evidence and conclusions. Evaluating a statement regarding a set of data, and choosing to either support the statement or refute it by using the data as supporting evidence, can be used as a way to assess a student’s ability to engage in social science.
A teacher must be able to both motivate and engage students in his or her content area. If a teacher cannot motivate and support students in all aspects of development, then the students that do not have a natural interest in the subject will be lost. I believe in being someone that leads a classroom with genuine care for whom they teach, infusing creativity, being self-reflective to become more effective, and helping to develop the inquisitive, logical, and imaginative people of the future.
Revisiting Teaching Philosophy (December 2013)
One major concept I can take away from our science methods class is the importance of being able to predict student conceptual misconceptions. Adolescents learn by connecting novel experiences to an existing body of knowledge. New knowledge can therefore only be developed from original and imaginative thinking or hands-on novel experiences. Being able to predict misconceptions gives a teacher the upper hand in designing lessons that upend a student's personal belief system.
I have coached youth football for five years. I have subbed for the last two years outside of my class schedule for 540 hours. My original teaching philosophy was built primarily on my experiences of interacting with adolescents and instructing them in content mostly outside of science. I have learned valuable pedagogy techniques in my education classes and have integrated with my core beliefs of positivity, care, and rounded development.
I learned it is not only important to make a player successful on the football field but to also make them successful off it. Cooperation, determination, and dedication to school and family are more important than football. That is why I want to make a student successful in the classroom, but also after the classroom as well. I already knew that students misbehave in the back of class. I already knew that some students are very difficult to motivate. I already knew teachers don't necessarily like every student. Yet, it is their job to make sure that every student can become the best he or she can be inside and outside of the classroom. I look forward to learning more on how to accomplish this from my cooperating teachers this spring.
My CTs use positive student relationships and rapport to build engagement and excitement in their classes. I wish to be that kind of teacher. I want to establish positive relationships because I genuinely care about my students and their overall growth. I want to learn how to balance good rapport with good classroom management.
Teaching Philosophy and 5Ws to Teaching (EDC 415 Prezi)